Professional personal competencies. When performing professionally oriented tasks, it increases

“Competencies are the characteristics necessary for successful management activities.”

McClelland.

When considering the qualities of a person that contribute to the formation of certain work skills and the performance of certain job duties, professional and individual (personal) competencies are usually distinguished. As a rule, professional ones include those that relate to his performance of work, his official activities, intensify with a person’s professional specialization, and also reflect predominantly rational behavior in a person. In contrast, it is believed that individual (personal) competencies are those that are manifested outside of work relationships, in everyday life, in the family, in everyday communication with friends, family members, relatives and other people. The most important personal qualities of a leader are: benevolence, fairness, collectivism, ability to keep one’s word, responsiveness, balance, modesty, external attractiveness, cheerfulness, and broad-mindedness. The business qualities of a manager include hard work, initiative, accuracy, professionalism, organization, diligence, energy, responsibility, ability to work, and discipline.

At the same time, practice shows that this division is not only arbitrary, but often does not fully reflect reality. The fact is that the effectiveness of management and the success of the organization are directly related not only to purely professional, but also to all other qualities of a leader. In particular, there are management situations, the successful resolution of which depends decisively on the moral qualities of the leader.

It is no coincidence that a number of sources among the qualities of a leader that are important for the effectiveness of organizational management do not separate professional and individual (personal). Thus, among the most important qualities of business decision makers are: Special attention is given to the following (Fig. 1):

Qualities of business decision makers:

motivation self-esteem

and level of aspirations

In the course of his activities, a leader inevitably projects his inner world, their qualities, all their advantages and disadvantages on emerging management situations, on the activities of the team and the development of the organization. Depending on these qualities, situations are harmonized and resolved positively, contribute to the development and strengthening of the team he leads and the organization as a whole, or, on the contrary, they are aggravated, contribute to the emergence of new problems and lead to the decomposition of the team, degradation, destruction and, ultimately, to the liquidation of the organization .

Thus, no less important for the success of a manager’s work general attitude to life and work and his moral qualities, including respect for people, a sense of duty, fidelity to word and deed, honesty to oneself and to others, enthusiasm for work, optimism, openness, curiosity, creativity, independent judgment, flexibility of behavior , impartiality, ability to criticize and self-criticize, goodwill, sensitivity, responsiveness, exactingness, generosity, modesty, sense of the new.

It is difficult to overestimate the importance for leadership and management communication skills manager, and, above all, sociability, tact, the ability to listen and understand the interlocutor, the ability to get along with people, politeness, the ability to psychologically correctly influence people, the ability to maintain distance.

Strong-willed qualities such as persistence, patience, self-control, and the ability to concentrate for long periods of time are essential for a manager.

His emotional manifestations are also of great importance for the effectiveness of a manager’s work: natural behavior, ease, sincerity in communication, resistance to stress, emotional stability, and the ability to empathize.

It should be noted other qualities, often forgotten, such as alertness (relaxed composure, instant readiness for adequate action without fuss and overexertion) and sobriety (approach to life and situations in it, in which there is an objective, true assessment of ongoing events and the actions of all those involved persons in them, including himself).

On the other hand, for various fields manager’s activities - scientific, practical, consulting - we can highlight some qualities that are of particular importance for these areas (Fig. 2).

Manager qualities

Communication skills are extremely important for the activities of a practical leader and consultant in the field of management; they are less important for a scientist specializing in the problems of management science.

It should be kept in mind that in professional activity, especially in its first stages, it is difficult to be successful in everything. Not all types of activities inherent in a manager do not show the same inclinations and abilities of a novice manager. Not all forms and methods inherent in the sphere of management are mastered equally successfully. In this regard, it is important for a novice manager to purposefully form his individual style leadership, which would take into account, on the one hand, his inclinations and abilities of various kinds individual characteristics, and on the other hand, the need to develop professional qualities and self-improvement. In this regard, it is important for a novice manager to have adequate self-esteem, to be aware of his individual characteristics, abilities and inclinations, strengths and weak sides character, as well as ways and methods of compensating for one’s own shortcomings. The negative qualities of a manager that exclude effective social management are absolutely unacceptable: treachery, arrogance, inertia (slavish adherence to outdated habits and traditions, inability to perceive and support new things dictated by the needs of life), dogmatism, formalism, authoritarianism.

This kind of knowledge of his qualities helps the manager to form an individual management style, contributes to increasing the efficiency of his activities, and therefore the success of the actions of the team he leads, and the stable development of the organization.

To independently assess your qualities, in particular thinking, managerial abilities, volitional factors, and moral qualities of a manager, you should take into account the opinions of others, use introspection, as well as psychological tests.

At the same time, it should be taken into account that the desire to engage in organizational activities and communicate with people largely depends on the content of the corresponding forms of activity and on the characteristics of the person himself. To a large extent, this desire is determined by the subjective value and significance for a particular person of the future results of his activities and the attitude towards the people with whom he interacts. Often, tendencies appear in the course of such types of activities and communication, which at first are indifferent to a person, but as he becomes involved in them, they become significant. It is very important here that a person sets goals for his own development, as well as the efforts made by a person to achieve his goal.

For effective leadership At any level of management, two groups of individual qualities of a manager are important:

1. qualities, knowledge, skills and abilities determined by the organization’s field of activity (economics, science, culture, military affairs, etc.). Here great importance have education in their field of activity, experience in this field, as well as availability personal connections in the field of activity of the organization;

2. qualities and skills related to the field of people management and in their essence independent of the organization’s field of activity ( leadership skills and skills, the degree of development of the volitional, intellectual and emotional spheres, moral qualities of a person). In this regard, it is important that knowledge is acquired as a result of possibly very intensive training sessions, complete immersion in work situations, is acquired and consolidated relatively quickly in the presence of a Teacher and sources of information (books, documentation, etc.), as well as practice work in specific life situations.

At the same time, the will, emotional and intellectual spheres, and moral qualities of a leader (like any person) are formed throughout his life. The development of these qualities requires hard work on oneself, awareness and moral assessment of life situations, specific events, one’s role and place in them. This is a long process, sharp jumps in it are extremely rare and unlikely.

The essence of most problems in the activities of any organization and complex management situations consists of various kinds of ethical conflicts. Conflicts of this kind arise due to differences in the interests of different divisions of the organization, different employees, the interests of an individual employee and labor collective or the entire organization, the interests of the organization and the consumer or society as a whole, etc. To adequately respond to unique management situations and successfully, harmoniously resolve emerging problems in an organization’s activities, it is necessary, first of all, to have the moral qualities of a leader, as well as developed emotional, volitional and intellectual spheres.

Thus, the manager’s personality structure is projected onto the activities of the organization he manages, therefore, all qualities of a manager are important for successful management. They cannot be divided into professional and individual qualities that are important for management effectiveness. This is one of the features of the managerial profession.

Some human qualities are of particular importance for different areas of a manager’s activity (practical guidance, management consulting, scientific activity in area social management), including: leadership, organizational skills, communication skills.

The profession of a manager not only requires certain qualities in a person for effective management, but also itself develops these qualities over time.

In the conditions of modern management of an organization, a manager must have a number of necessary qualities, both personal and professional.

Professional ones include those that characterize any competent specialist. Possession of them is only a prerequisite for the successful performance of official duties.

These qualities are:

1. high level of education, production experience, competence in the relevant profession;

2. breadth of views, erudition, deep knowledge not only of one’s own, but also of related areas of activity;

3. the desire for constant self-improvement, critical perception and rethinking of the surrounding reality;

4. search for new forms and methods of work, helping others master them, training them;

5. the ability to use time rationally and plan your work.

The personal qualities of a manager should also not differ much from the qualities of other employees who want to be respected and taken into account. Here you can mention:

1. high moral standards;

2. physical and psychological health;

3. internal and external culture, justice, honesty;

4. responsiveness, caring, goodwill towards people;

5. optimism, self-confidence.

But possessing them is also just a prerequisite successful leadership, because what makes a person a manager is not professional or personal, but business qualities, which must include:

1. the ability to organize the activities of subordinates, provide them with everything necessary, set and distribute tasks, coordinate and control their implementation;

2. dominance, ambition, high level of aspirations, desire for independence, power, leadership in any circumstances, and sometimes at any cost, courage, determination, assertiveness, will, uncompromisingness;

3. contact, communication skills, the ability to win people over, to convince them of the correctness of their point of view (experts believe that 80 percent of a manager’s knowledge should be knowledge about a person);

4. initiative, efficiency in solving problems, the ability to concentrate on the main thing;

5. the ability to manage oneself, one’s behavior, and relationships with others;

6. desire for transformation, innovation, willingness to take risks and involve subordinates.

Requirements for managers in relation to these qualities various levels controls are not the same.

At low levels, decisiveness, sociability, and some aggressiveness are valued; on average - mostly communication skills, partly conceptual skills; at the highest levels, the ability to think strategically, assess the situation, set new goals, carry out transformations, organize creative process subordinates.

Since a manager at any level not only organizes and directs the work of employees, but also, if necessary, influences their behavior, including off-duty behavior, he must be quite well prepared pedagogically.

Personal competencies are the internal resources of an employee, which were formed under the influence of his character and personal qualities, as well as other psychological attitudes that each person carries into the external environment.
Personal competencies directly assist employees in successfully completing tasks. Moreover, such personal competencies as: a person’s tendency to learn, quickly assimilate information, flexibility, etc., can often quite successfully replace the lack of experience, certain knowledge and skills when searching for a job.

Why is it so important to understand a candidate’s personal competencies?

It is advisable to clarify the question of the personal competencies of any employee during the interview, because thanks to this knowledge you can accurately understand:
- What does an employee expect from working in this company?
- Is it appropriate for the position held? Maybe he would be better suited to another job, more suitable to his psychotype? (for example, an introvert would be better off working in the back office rather than as a customer service manager).
- Is the current corporate culture of the company suitable for the employee?
- how does the employee plan to move in terms of developing his career, and at what pace?
And the applicant can avoid possible mistakes when choosing a future job. It's impossible to be good specialist in a position that does not correspond internal installations a person when an employee internally feels that he is “out of place.”

How are personal competencies determined during interviews?

Features of interviews on personal competencies

The main rule that candidates should remember when the HR manager is trying to understand his character and find out his personal qualities is honesty and answers with examples, not general.
There are no right or wrong answers in these situations. All answers are optimal if they are honest, thoughtful and the candidate does not avoid the question (“I don’t know, I forgot, I can’t tell right away”, etc.).
Another nuance: when the interviewer asks about shortcomings or strengths, these questions must be understood in terms of how a certain character trait can be useful for a future position.
With a competent approach, even some shortcomings can lead to a successful result; the main thing is to correctly set priorities.

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Social personal competencies and the conditions for their development.

Sartakova Elena Mikhailovna,

applicant at the Russian State Vocational Pedagogical University,

Lecturer at the branch of South Ural State University in Snezhinsk.

The need of society and the economy for specialists who have not only deep knowledge and professional skills, but also certain personal qualities entails changes in the education system. The main directions of its modernization are defined in the Concept of the Federal Target Program for the Development of Education for 2006 - 2010, which notes the need to introduce new State Educational Standards of Higher Professional Education based on a competency-based approach. The competency-based approach in education is understood as a priority orientation “towards the goals - vectors of education: learning ability, self-determination (self-determination), self-actualization, socialization and development of individuality.”

The main units for assessing the quality of learning outcomes are competencies and competencies. In the psychological and pedagogical literature, these concepts are viewed ambiguously, which is associated with the complexity of the structure of professional activity in different areas and with differences in the theoretical approaches of researchers. Thus, competence is considered as the degree of formation of the social and practical experience of the subject (Yu. N. Emelyanov); adequacy of the implementation of job requirements (L. I. Antsyferova); level of learning in special and individual forms of activity (L. P. Urvantsev, N. V. Yakovlev). Competence is understood as the ability to do something well, effectively, with a high degree of self-regulation, self-reflection, self-esteem, a quick, flexible and adaptive response to changing circumstances and environment (V.I. Bidenko); internal, potential, psychological new formations that are identified in a person’s competencies (I. A. Zimnyaya). E. F. Zeer understands competencies as “meaningful generalizations of theoretical and empirical knowledge presented in the form of concepts, principles, meaning-forming provisions”, and by competencies - “generalized methods of action that ensure the productive performance of professional activities.”

From a wide range of competencies, basic (universal, key), professional (V.I. Bidenko), academic (Yu. Kohler), linguistic and other types of competencies are distinguished. Basic competencies are competencies that all people should have, regardless of their professional background. Professional competencies are the readiness and ability to act expediently in accordance with the requirements of the case, to solve tasks and problems in a methodically organized and independent manner, and to self-evaluate the results of one’s activities.. Academic competencies are mastery of the methodology and terminology inherent in separate area knowledge, understanding of the systemic relationships operating in it and awareness of their axiomatic limits.

Based on a theoretical analysis of psychological and pedagogical literature, we identified a group of social and personal competencies from the group of basic competencies. Social and personal competencies- this is a set of competencies related to the person himself as an individual and to the interaction of the individual with other people, the group and society. It includes competencies:

1. Personal(personal), whichis considered as readiness to preserve mental and physical health, to continuous professional development and as a need for self-knowledge, self-development, self-actualization. It includes: readiness to work independently, the ability to manage one’s time, plan and organize activities; readiness for constant self-development, the ability to build strategies for personal and professional development and training.

2. Communicative , which is considered as mastery of oral and written communication in different languages, including through Internet , as a readiness to interact and cooperate with other members of society, a group. It includes: mastery of professional communication techniques; ability to build interpersonal relationships, work in a group, resolve constructively conflict situations and respect the other's point of view on the matter.

3. Information, which is considered as mastery of multimedia technologies, understanding of the possibilities of their application and a critical attitude towards information disseminated by the media. It includes: the ability to independently collect, save, analyze, transform (draw conclusions, make forecasts, obtain new knowledge by analyzing and synthesizing various information, etc.) and transmit information; Fluency in personal computer software and office equipment.

The structure of these competencies includes the following: personal qualities, such as learning ability, organization, independence, responsibility, self-control and self-planning, the need to realize one’s personal potential, reliability, sense of duty, value orientation, tolerance, cosmopolitanism, humanity, general culture.

The formation of competencies is carried out in the process of solving practical and research problems aimed at integrating previously gained experience and acquiring new ones in the process joint activities with or under the guidance of a teacher. The development of social and personal competencies of students will be more successful when creating special organizational andpedagogical conditions.

1. Application of developing technologies and teaching methods, which are focused on the professional development of the individual; gaining experience; activation and integration of knowledge, skills and abilities acquired in the learning process.

The formation and development of personal and communicative competencies is greatly influenced by the use of developmental psychodiagnostics and training methods. Psychodiagnostics stimulates the process of self-knowledge: studying the characteristics of personality structure, character, self-attitude, self-esteem, etc. and determining ways and means of changing negative qualities. The training method develops, improves positive and corrects negative personality traits.

To form and develop information competence, the project method is used, which allows you to integrate knowledge gained from studying various disciplines. Information retrieval, problem-based and professionally oriented tasks make it possible to increase students’ interest in their chosen profession, activate and consolidate theoretical knowledge and practical skills, improve students’ professional training, and teach them how to work with information.

2. Organization independent work students (SRS) carried out during school hours: at lectures, seminars, practical and laboratory classes under the guidance of a teacher and during extracurricular time. Forms of organization of SRS can be individual and collective. The purpose of SRS is to assimilate, activate and generalize knowledge, gain experience in solving professional problems, creative and scientific activities. Involving students in independent practical work helps to improve the quality of training, the formation of adequate self-esteem, strengthening business orientation, and increasing responsibility for the results of one’s work.

3. Using collective forms of learning allows you to increase the number of social and interpersonal connections between students, increase cohesion, mutual understanding and mutual assistance, develop group work skills, teachexplain, listen and understand the interlocutor, take into account the opinions of others. WITHstimulation of professional and business communication students while completing a taskdevelops the communicative competence of students and increases their responsibility for the formation of interpersonal connections in the team.

4. Ensuring interdisciplinary connections When performing information retrieval and creative tasks, it teaches students to integrate the knowledge and skills gained from studying various disciplines, to collect, analyze and classify information, and allows them to bridge the gap between different disciplines. Solving professionally oriented problems, preparing reports on the work done on personal computer allows you to increase professional orientation educational process and develop the information competence of students.

5. Conducting additional classes aimed at self-knowledge and self-development of the individual, at the development of communicative qualities for students of technical universities allows to have a developmental influence on the personality of students, increases the desire for self-knowledge, satisfies the need for self-development . For first-year students this could be: “Fundamentals of self-development and self-knowledge”, “Organization educational activities", "Development of creative abilities", etc. For second and third year students: “Development of communication abilities”, “How to resolve conflict”, “Family and family relationships”, etc. For fourth and fifth year students: “Fundamentals of business communication”, “Planning professional development”, “Self-presentation”. Conducting training sessions: training in self-confidence, communication skills, self-efficacy, self-presentation, and employment will allow students to consolidate psychological knowledge, communication skills and increase their competitiveness in the labor market.

The development of students’ social and personal competencies is closely related to the development of other basic and professional competencies. In Russian psychology (P. P. Blonsky, L. S. Vygotsky, A. N. Leontiev, S. L. Rubinstein, N. F. Talyzina, etc.) the leading role of education and training in the development of the human psyche is emphasized (without denying the role of heredity).Training stimulates the development of personality and, at the same time, relies on it. The peculiarity of student age is the awareness of one’s individuality, uniqueness, the formation of self-awareness and further personal development. During this period, there is an active development of moral and aesthetic feelings, the formation and stabilization of character, mastery of the complex social functions adult: civil, professional and labor. The process of developing social and personal competencies is quite complex and lengthy, so the question of their composition and conditions for development remains relevant for the education system.

Literature A.

1. Bidenko, V.I. Competentapproach to designing state educational standards for higher professional education (methodological and methodological issues): method. allowance / V.I. Bidenko. – M., 2005.

2. Bidenko, V.I. Conceptual model of state educational standards in a competency-based format (discussion version): Materials for the second meeting of the methodological seminar: monograph / V.I. Bidenko. – M.: Research Center for Problems of Quality of Training of Specialists, 2004.

3. Bolotov, V.A. Competency model: from idea to educational program/ V.A. Bolotov, V.V. Serikov // Pedagogy. – 2003. – No. 10. – P. 12.

4. Drozdova, N.P. Active teaching methods: educational method. allowance / N.P. Drozdova, E.G. Efimova, M.F. Kolesnikov; edited by F.I. Kaiser, G.G. Bogomazova, Z.A. Sabaeva. – St. Petersburg, St. Petersburg State University, 2002. – 296 p.

5. Zavodchikov D.P. Technologies for determining the composition of key competencies of employees / D.P. Zavodchikov // Modern problems of organizational psychology: materials of all-Russian. scientific-practical conference, in 4 hours - Ekaterinburg: Publishing house of the State Educational Institution of Higher Professional Education "Russian State Prof. Pedagogical University", 2007. - P. 10-22.

6. Zeer, E.F. Psychology of personality-oriented professional education: monograph. – Ekaterinburg: Ural Publishing House. state prof. ped. University, 2000. – 258 p.

7. Zimnyaya, I.A. Key competencies as a result-target basis of a competency-based approach in education. Author's version. / I.A. Winter //Russia in the Bologna process: problems, tasks, prospects: works of methodol. seminar. – M.: Research Center for Problems of Quality of Training of Specialists, 2004.

8. Zimnyaya, I.A. General culture and social and professional competence of a person / I.A. Winter // Internet magazine "Eidos".

9. About education: federal. Law of July 10, 1992 No. 3266-1с last. change from 03 Nov. 2006 (Garant System).

10. On approval of the Federal Education Development Program: federal. Law of April 10, 2000 No. 51-FZ (Garant System).

1. Introduction……………………………………………………………..2

2. Professional competence…………………………………...4

3. Types professional competence………………………...5

4. Managerial culture as a leading component of the professional competence of a modern manager………………………………………………………………...7

5. Manager’s competence……………………………………………9

6. Conclusion………………………………………………………14

7. List of references……………………………..15

Introduction.

Today at scientific literature There is an extremely diverse interpretation of the concepts of “competence”, “competence” and “competency-based approach”.

Some researchers believe that “the founder of the competence approach was Aristotle, who studied the possibilities of the human condition, denoted by the Greek “atere” - “a force that has developed and improved to such an extent that it has become characteristic feature personalities" Zimnyaya I.A. Key competencies as a result-target basis of a competency-based approach in education.

N.I. Almazova defines competencies as knowledge and skills in a certain field of human activity, and competence is the high-quality use of competencies. Another definition of competence was given by N.N. Nechaev: “A thorough knowledge of one’s business, the essence of the work being performed, complex connections, phenomena and processes, possible ways and means to achieve the intended goals" Nechaev N.N., Reznitskaya G.I. Formation of communicative competence as a condition for the development of a specialist’s professional consciousness. The famous psychologist B.D. spoke most wittily on this topic. Elkonin: “The competency-based approach is like a ghost: everyone talks about it, but few have seen it” Elkonin B.D.

Representatives of the scientific and academic community believe that competence is a subject area in which an individual is knowledgeable and shows readiness to perform activities, and competence is an integrated characteristic of personality traits, acting as a result of preparing a graduate to perform activities in certain areas. In other words, competence is knowledge, and competence is skills (actions). In contrast to the term “qualification,” competencies include, in addition to purely professional knowledge and skills that characterize qualifications, qualities such as initiative, cooperation, ability to work in a group, communication skills, ability to learn, evaluate, think logically, select and use information.

From the point of view of business practitioners, professional competencies are the ability of a subject of professional activity to perform work in accordance with job requirements. The latter represent the tasks and standards for their implementation adopted in the organization or industry. This point of view is very consonant with the position of representatives of the British school of occupational psychology, who mainly adhere to the functional approach, according to which professional competencies are understood as the ability to act in accordance with the standards of work performance. This approach focuses not on personal characteristics, but on performance standards and is based on a description of tasks and expected results. In turn, representatives of the American school of occupational psychology, as a rule, are supporters of the personal approach - they prioritize the characteristics of the individual that allow her to achieve results at work. From their point of view, core competencies can be described by KSAO standards, which include:

knowledge

· skills;

· abilities;

· other characteristics (other).

Experts note that the use of such a simple formula to describe key competencies is associated with difficulties in defining and diagnosing two of its elements: knowledge and skills (KS) are much easier to determine than abilities and other characteristics (AO) (in particular, due to the abstractness of the latter ). In addition, at different times and among different authors, the letter “A” meant different concepts (for example, attitude), and the letter “O” was completely absent from the abbreviation (used to indicate physical condition, behavior, etc.).

However, you should focus specifically on skills and abilities, because:

· they play a huge role in ensuring the competitiveness of the company headed by this manager;

· either this is not taught in universities at all (unlike knowledge), or it is introduced in individual universities - in the so-called entrepreneurial universities. As a result, the market for educational services is flooded with educational and training structures that compensate for the gaps in university education.

By the way, corporate universities, in addition to conducting special training programs tied to professional specifics, also train so-called soft skills (literally translated - “soft skills”, or, in other words, life skills). Examples are communications skills - communication skills, negotiation skills - negotiation skills, etc.

Professional competence.

In explanatory dictionaries, competence is defined as awareness and erudition. Professional competence is understood as a set of professional knowledge, skills, as well as methods of performing professional activities. The main components of professional competence are:

Social and legal competence - knowledge and skills in the field of interaction with public institutions and people. as well as mastery of professional communication and behavior techniques;

Special competence - preparedness for independent performance of specific types of activities, the ability to solve typical professional tasks and evaluate the results of one’s work, the ability to independently acquire new knowledge and skills in the specialty;

Personal competence - the ability for constant professional growth and advanced training, as well as self-realization in professional work;

Autocompetence is an adequate understanding of one’s social and professional characteristics and possession of technologies for overcoming professional destruction.

A.K. Markova identifies another type of competence - extreme professional competence, i.e. the ability to act in suddenly more complex conditions, in case of accidents, disruptions in technological processes.

In occupational psychology, competence is often identified with professionalism. But professionalism, as the level of performance of activities, is ensured in addition to competence, also by professional orientation and professionally important abilities.

A study of the functional development of professional competence showed that initial stages In the professional development of a specialist, there is a relative autonomy of this process; at the stage of independent performance of professional activities, competence is increasingly combined with professionally important qualities.

The main levels of professional competence of the subject of activity are training, professional readiness, professional experience and professionalism.

Types of professional competence.

Competence is understood as an individual characteristic of the degree to which a person meets the requirements of the profession. The presence of competence is judged by the result of a person’s work. Each employee is competent to the extent that the work he performs meets the requirements for the final result of this professional activity; assessing or measuring the end result is the only scientific way to judge competence. The competence of a particular person is narrower than his professionalism. A person can be a general professional in his field, but not be competent in solving all professional issues.

The following types of professional competence are distinguished:

- special competence- sufficient proficiency in professional activities high level, the ability to plan one’s further professional development;

- social competence- mastery of joint (group, cooperative) professional activities, cooperation, as well as the methods of professional communication accepted in this profession; social responsibility for the results of one’s professional work;

- personal competence - mastery of methods of personal self-expression and self-development, means of confronting professional deformations of the individual;

- individual competence- possession of techniques for self-realization and development of individuality within the framework of the profession, readiness for professional growth, the ability for individual self-preservation, non-susceptibility to professional aging, the ability to rationally organize one’s work without overload of time and effort, to carry out work without stress, without fatigue and even with a refreshing effect.

The named types of competence essentially mean the maturity of a person in professional activity, in professional communication, in the formation of the personality of a professional, his individuality. The named types of competence may not coincide in one person. A person can be a good narrow specialist, but not be able to communicate, not be able to carry out the tasks of his development. Accordingly, we can state that he has high special competence and lower social and personal competence.

Some highlight common types competencies necessary for a person regardless of profession. These are some key professional important qualities and types of professional behavior that are the basis of a wide range of professions and do not lose their importance with changes in production and social practice.

Personal competencies – which a specific person possesses. Their development depends more on the existing potential inherent in nature, and their formation occurs regardless of what a person does. In any type of activity, personal competencies can be applied and successfully developed.

In turn, the personal competencies of a leader are the competencies inherent to a person holding a leadership position. However, in this case too we're talking about about the basic competencies inherent in humans by nature. For effective leadership it is necessary to engage in their development.

Personal competencies of a leader: connection with potential

List of manager competencies:

1. Innovation, innovation;
2. Development of solutions;
3. Ability to work with information;
4. Achievements of goals;
5. Self-regulation and endurance;
6. Initiative and determination;
7. Sociability and confidence;
8. Attitude towards others;
9. Development orientation;
10. Constructiveness towards yourself.

Innovativeness, innovativeness, decision-making ability, and be able to work with information– all these competencies relate to intellectual potential. It is important for a manager to constantly move forward and develop his company; accordingly, he must be able to follow a new path. Decision-making is important, since the fate of the business depends on the director’s behavior in this case. Working with information is a necessity. And such a skill will have to be developed if there is a desire to become a successful leader.

Achieving goals, self-regulation, endurance, and initiative and determination– personal competencies of the boss related to volitional potential. A leader must be able to set goals and achieve them. It is important for a manager to regulate his behavior, his work, and have self-control when resolving various issues. A proactive, decisive leader is a valuable resource for any company.

Sociability, confidence, attitude towards others, communication skills– communication potential. Of course, only a confident boss is able to ensure the efficiency of the company and make decisions that will allow the business to develop. Sociability, respect for others, the ability to communicate with others, choosing a certain model of behavior are important.

Orientation towards development, constructiveness towards oneself– personal competencies of the leader, included in the potential that determines the direction. The boss must be focused on development, developing appropriate plans and implementing them point by point. A constructive attitude towards yourself is important. A manager who knows how to analyze his work is clearly useful for a company that has a future.

How to develop the personal competencies of a leader?

There is always an opportunity to develop the boss’s personal competencies. The main thing would be desire. Specialists who conduct trainings for managers help with this. During the training process, training participants receive not only theoretical knowledge that is important for effective leadership. Practical exercises organized during the trainings allow you to practice the theory in practice.

The results of training for managers are quite obvious. People who occupy leadership positions acquire knowledge and skills that prove valuable in the performance of their work responsibilities. It becomes easier for them to identify goals, move towards them, communicate with subordinates, building a structure of interaction, establish constructive cooperation with partners, and much more, which is important for effective leadership.